m.a in linguistics and endangered languages 76 per ... · le 515 generative syntax 4 0 0 4 4 no ......

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M.A in Linguistics and Endangered Languages Total Credit required for the award of the degree of M.A in Linguistics and Endangered Languages – 76

Per semester 19 credits (16+3 (CBCT))

Semester I Skill Based

Courses (Yes/No)

L T P CH CR

CBCT 3 0 0 3 3

Course code Course name L T P CH CR

LE 401 Phonetics and Phonology 4 0 0 4 4 Yes

LE 403 Basic Morphology 4 0 0 4 4 Yes

LE 405 Basic Semantics and Pragmatics 4 0 0 4 4 Yes

LE 407 Basic Syntax 4 0 0 4 4 Yes

Semester II

L T P CH CR

CBCT 3 0 0 3 3


LE 402 Descriptive Syntax 4 0 0 4 4

No

LE 404 Linguistic Theories 4 0 0 4 4 No

LE 406 Field Linguistics and Archiving 4 0 0 4 4 Yes

LE 408 Language Endangerment and

Revitalization 4 0 0 4 4

No

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Semester III

L T P CH CR

CBCT 3 0 0 3 3


LE 501 Sociolinguistics 4 0 0 4 4 No

LE 503 Language Typology and

Language Universals 4 0 0 4 4

No

LE 505 Structure of Indian Languages 4 0 0 4 4 Yes

Elective Courses (any one of the following to be opted for)

Course code Course name L T P CH CR Skill Based

Courses

LE 507 Lexicography 4 0 0 4 4 Yes

LE 509 Multilingualism and Language Policy 4 0 0 4 4 No

LE 511 Language Documentation and

Grammar Writing 4 0 0 4 4 Yes

LE 513 Acoustic Phonetics: Instrumental

Techniques and Data Analysis 4 0 0 4 4 Yes

LE 515 Generative Syntax 4 0 0 4 4 No

LE 517 Advanced Cognitive Linguistics -I 4 0 0 4 4 No

Semester IV

L T P CH CR

CBCT 3 0 0 3 3


LE 502 Research Methodology 4 0 0 4 4

Yes

LE 504 Historical Linguistics 4 0 0 4 4 No

LE 506 Analysis of Endangered Languages 4 0 0 4 4 Yes

Elective Courses (any one of the following to be opted for)

Course code Course name

L T P CH CR

LE 508 Developing Writing System 4 0 0 4 4

LE 510 Ethnolinguistics and Language 4 0 0 4 4

Skill Based

Courses

Yes

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Endangerment

LE 512 Advanced Field Linguistics and

Archiving 4 0 0 4 4

LE 514 Experimental Phonology 4 0 0 4 4

LE 516 Minimalist Syntax 4 0 0 4 4

LE 518 Formal Semantics 4 0 0 4 4

LE 520 Advanced Cognitive

Linguistics-II

4 0 0 4 4

No

Yes

No

No

Yes

No

CBCT/CBCS courses offered by the Centre L T P CH CR

LE423 Language, Society and Endangerment 3 0 0 3 3 No

LE424 Language Policy, Education and Language

Revitalization

3 0 0 3 3 No

Semester I

LE 401: Phonetics and Phonology L4 T0 P0 CH4 CR4

Course objectives

The purpose of this course is to introduce the scientific study of sounds and sound patterns

of world languages. This course provides answers to some basic questions about the nature

and patterning of sounds used in human language and the intricate system that governs a

language’s phonology.

Objective of this course is to acquaint students with various concepts of phonetics and

phonology such as

Structuralism and Generativism

Distinctive features/ natural class

Phone, phonemes and allophones

Free variation, complementary distribution and minimal pairs

Phonological analysis: Phonemic inventory of languages

Suprasegmental phonology: stress, tone and intonation

Phonological rules and representation

Phonotactics

Course outline

Phonetics

1. The Anatomy and Physiology of Speech

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2. Speech Sounds and articulation 3. Suprasegmentals 4. Multiple Articulation and Co-articulation Double articulation; secondary articulation; co-articulation; parametric phonetics 5. Phonetic Transcription Principles and method; terminology related to transcription; learning skills; phonemic and

phonetic transcription; practice on transcription on data from English, native languages and another selected language spoken in NE region

6. Acoustic Characteristics of Speech Transmission; frequency; pitch; amplitude; resonance; measuring frequency; pitch Textbook: Catford, J. C. 1988. A Practical Introduction to Phonetics. Oxford: Oxford University Press. Essential Readings: Ball, M. J. and Rahilly, J. 2000. Phonetics: The Science of Speech. (London: Arnold). Ladefoged, P. 1993. A Course in Phonetics (3rd Edition). Fort Worth, TX: Harcourt Brace College

Publishers. Ladefoged, P. & Maddieson, I. 1996. The Sounds of the World’s Languages. Oxford: Blackwell. Phonology 1. Speech sounds Sounds; natural classes; distinctive features; stricture; major class features; laryngeal features;

secondary articulation; prosodic features 2. Distinctive features and the Phonemic Principle Phonemicization; formalization; minimal pairs; complementary distribution 3. Natural Classes The psychological reality of the phoneme; phonetic similarity; variation 4. Archiphonemes and Morphophonology Connection to morphology; neutralization 5. Rule Ordering Rule writing; rule ordering Textbook: Gussenhoven, Carlos and H Jacobs. 2011 (2nd Edition). Understanding Phonology. UK: OUP

Essential Readings: Foley, J. 2008. Foundation of Theoretical Phonology. Cambridge: Cambridge University Press. Goldsmith, J. (ed). 1999. Phonological Theory: The Essential Readings. Cambridge: Blackwell. Goldsmith, J. (ed). 1995. The Handbook of Phonological Theory. Cambridge: Blackwell.

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LE 403: Basic Morphology L4 T0 P0 CH4 CR4

Course Objectives

The objective of the course is to introduce the concepts and data that we looked for in

morphology, to have a better understanding of the internal structure of word. It also focuses on

morphological analysis so as to enable students to formulate morphological rules. A detailed

study of word formation processes would be made. An introduction to typological and

theoretical issues in morphology is also laid out.

Course outline

i. Introduction to Morphology

What is Morphology? Concept and Data we look for.

ii. Word vs Morpheme

What is a word? What is a morpheme? Relation and differences between words and

morphemes

iii. Morphological concepts

Morphemes vs allomorphs; affixes; root, stem and base

iv. Inflection vs Derivation

Inflecting properties of word classes; nature and behavior of inflecting categories;

derivational morphemes; nature and behavior of derivational morphemes

v. Word vs Phrases

Relation and differences between words and phrases; nature and behavior of words and

phrases

vi. Word Formation

Compounding; reduplication; derivational processes

vii. Problems in Morphological Analysis

Zero derivation; unmarked forms; discontinuous morphemes

viii. Morphology and Typology

Syntactic word order and morpheme order

Textbook

Haspelmath, M and A.D. Sims. 2010. Understanding Morphology. London: Hodder

Essential Readings

Aronoff, M. and K. Fudeman. 2011. What is Morphology? Malden, MA: Wiley-Blackwell.

Booij, Geert. 2007. The Grammar of Words: An Introduction to Linguistic Morphology. Oxford:

Oxford University Press.

Kroeger, Paul R. 2005. Analyzing Grammar: An Introduction. Cambridge: Cambridge University

Press.

Lieber, Rochelle. 2010. Introducing Morphology. Cambridge: Cambridge University Press.

Nida, Eugene A. 1949. Morphology: Descriptive Study of Words. Ann Arbor: University of

Michigan Press.

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LE 405: Basic Semantics and Pragmatics L4 T0 P0 CH4 CR4

Course Objectives

The course aims at introducing to the students the fundamental issues of linguistic meaning and also

pragmatics. The course includes froml semantics as well as the basics of cognitive semantics.

Course outline

1. Preliminaries

Semantics in Linguistics; Meaning, Thought, and Reality

2. Semantic Description

Word meaning; Sentence Relations and Truth; Sentence Semantics: Situations.

3. Semantics

Participants; Context and Inference; Function of Language: Speech as Action

4. Theoretical Approaches

Meaning Components; Formal Semantics

5. Pragmatics

What is pragmatics? Meaning and context

6. Society and Meaning: Meaning, cognition and culture

Textbooks

Saeed, John I. 2003. Semantics (2nd ed). Oxford: Basil Blackwell.

Grundy, Peter. 2013. (3rd ed). Doing Pragmatics. London: Routledge.

Essential Readings

Cruse, Alan. 2011. Meaning in Language: An Introduction to Semantics and Pragmatics (Oxford Textbooks

in Linguistics) Paperback

Goddard, Cliff. 1988. Semantic Analysis. Oxford: OUP.

Griffiths, P. 2006. An Introduction to English Semantics and Pragmatics. Edinburgh Textbooks on the English

Language

Keith, Allan. 2007. Natural Language Semantics. Oxford: Blackwell.

Keith, Allan. 2013. The Oxford Handbook of the History of Linguistics. Oxford: Oxford University

Press.

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LE 407: Basic Syntax L4 T0 P0 CH4 CR4

Course Objectives

The paper on Basic Syntax will introduce the students to the new approaches and theories

pertaining to the study of syntax. Starting with the four dichotomies of Ferdinand de Sausurre

(1857- 1913) to the Immediate Constituent analysis of Leonard Bloomfiled (1887-1949) and the

Generativist School of Noam Chomsky from 1956 onwards. In syntax it is vital for the students to

know and understand the similarities and variations of the structure of their first language L1,

normally, mother tongue and the second language L2 usually English. This comparative study

will prepare the students to get into the depth of the core syntactic theories.

Course outline

1. Background

i. Traditional versus Modern linguistics

ii. The four dichotomies of Ferdinand de Saussure

iii. Immediate Constituent (IC) Analysis and Problems of IC Analysis

2. Syntax as a Cognitive Science

i. Syntax as Science – The Scientific Method

ii. Learning versus Acquisition

iii. Innateness : Language as Instinct

iv. The Logical Problem of Language Acquisition

3. Parts of Speech

i. Determining Part of Speech

ii. Major Parts of Speech: N, V, Adj, Adv

iii. Open vs Closed, Lexical vs Functional

iv. Subcategories and Features of Nouns and Verbs

4. Constituency, Trees and Rules

i. Rules and Trees: NPs, AdjPs, AdvPs, PPs, VPs

ii. Clauses

iii. How to draw a tree

iv. Modification and Ambiguity

v. Constituency Test

Textbook:

Carnie, Andrew. 2006. Syntax: a Generative Introduction. Second Edition. Blackwell Publishing.

Essential Readings:

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Culicover, P. W. 1997. Principles and Parameters: An Introduction to Syntactic Theory. Oxford: Oxford

University Press.

Haegeman, L. & J. Gueron. 1991. English Grammar: A Generative Perspective. London: Blackwell.

Riemsdijk, H. Van & E Williams. 1986. Introduction to the Theory of Grammar. Cambridge:

Cambridge University Press.

Crystal, D. 1990. Linguistics. Penguin Books.

Palmer, F. R. 1972. (second edition). Grammar. Penguin Books.

Semester II

LE 402: Descriptive Syntax L4 T0 P0 CH4

CR4

Course outline

i.What is syntax? Sentence vs clause; different types of clauses.

ii.Syntactic units and constituents

Noun phrase; verb phrase; adjective phrase; quantifiers and qualifiers; adpositions,

adverbials

iii. Different types of sentences

Types of sentences; nature and structures of different kinds of sentences; morphological or

syntactic behavior of sentence structures

iv. Expression and exposition of syntactic units

Case marking; agreement and concord; number and gender markings on nouns

v.Tense, Aspect and Mood

vi.Non predicate versus predicate clauses

vii.Relative clauses

viii.Causatives and Passives

ix.Nominalization and nominalized clauses

Textbook

Tallerman, Maggie. 2011. Understanding Syntax. London: Hodder

Essential Readings:


Press.

Lehmann, W.P. (Ed), 1978. Syntactic Typology. Austin: U of Texas Press.

Lust, Barbara C., Kashi Wali, James W. Gair, K. V. Subbarao (eds). 1999. Lexical Anaphors and

Pronouns in Selected South Asian Languages.

Masica, C. P. 1976. South Asia as a Linguistic Area. Chicago. Chicago University Press.

Masica, C. P. 1991. Indo-Aryan Languages. Cambridge: Cambridge University Press.

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Payne, Thomas. 1997. Describing morphosyntax: A guide for field linguistics. Cambridge: Cambridge

University Press.

Subbarao, K. V. 2012. South Asian Languages: A Syntactic Typology. Cambridge and New Delhi:


Shopen, Timothy. 2007. Language Typology and Syntactic Description. Vol. I-III. Cambridge:


LE 404: Linguistic Theories L4 T0 P0 CH4 CR4

Aims This course seeks to provide a good knowledge of the prevalent linguistic theories from

different branches of Linguistics. It seeks to bring forth an awareness of the scope of linguistic

theories in understanding, its development and scope. The course also includes Panini’s grammar

and the ‘theory neutral’, “basic linguistic theory’ developed by R.W. Dixon.

Course Objectives

To provide an understanding of the basic linguistic theories

To study different approaches and theories based on formalism and functionalism.

To study both the ancient and modern linguistic theories from Panini and the western theories.

Course outline

i. Traditional Grammar

ii. Structuralism

iii. Chomsky’s generative grammar and later developments

iv. Halliday’s Systemic-Functional Grammar

v. Cognitive Linguistics

vi. Construction Grammar

vii. Basic linguistic theory

viii. Panini’s Grammar

Textbooks

Sampson, Geofrrey. 1980. School of Linguistics. Stanford: Stanford University Press.

Seuren, Pieter A M. 1998. Western Linguistics: A Historical Introduction. Oxford: Blackwell

Publishers.

Essential Readings:

Koerner, E.F.K. and R.E. Asher, ed. 1995 Concise History of the Language Sciences: From the

Sumerians to the Cognitivists. New York, Pergamon.

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Keith, Allan. 2013. The Oxford Handbook of the History of Linguistics. Oxford: Oxford University

Press.

Halliday, M. A. K. and Matthiessen, Christian. 2014. 4th edition Halliday's Introduction to Functional

Grammar. (Fourth Edition). London: Routledge.

Evans, Vyvyan and Green, Melanie. 2006. Cognitive Linguistics: An Introduction. Edinburgh:

Edinburgh University Press.

Hudson, Richard. 2010. An Introduction to Word Grammar. Cambridge: Cambridge University Press.

Dixon, R. M. W. 2009. Basic Linguistic Theory. Vols 1-3. Oxford: Oxford University Press.

Kapoor, K. 2005. Dimensions of Panini Grammar: The Indian Grammatical System. Delhi: D.K. Print

World Ltd.

LE 406: Field Linguistics and Archiving L4 T0 P0 CH4 CR4

Aims The course seeks to guide the fresh MA students in Endangered Languages in field

linguistics with a brief background of Indian language families and contact situation.

Course Objectives This course serves to give them background knowledge of the Indian language

families and contact situation as well as guides them in using the methods and skills required

during linguistic fieldwork. It provides them a basic linguistic knowledge such as, transcribing

data, morphology and word formation, syntax and semantics and sociolinguistic aspects, as a

beginner field linguist.

Course outline

i. What is Field Linguistics

What does it involve?

Objectives of field linguistics

ii. Language families in India

General background of different language families in India

Contact languages and areal universals

iii. Fieldwork preparation

Methodology, participatory character, selection of language and area, informants and

consultants

Bilingual and monolingual fieldwork

Preparing questionnaire, equipment handling, budgeting and luggage,

Leipzig Glossing Rules

iv. Data collection and analysis

Elicitation and various methods, interrogation techniques with informants

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Transcription of data, collection of wordlist for making dictionary, narratives, folk songs,

and others, glossing the data using Leipzig glossing rules

Data analysis, morphology and syntax, semantics and social aspects

v. Data backup

Making CDs, typing, digitizing data

vi. Use of Language Technology

Machine Translation; Text processing; Tagging and annotation;

vii. Equipment for audio recording

Use of software for Language analysis

Praat; Goldwave; Speech Synthesis and identification

Lexicography and Language Tools: Toolbox; Flex and

other tools

Textbook

Abbi, Anvita. 2001. A manual of linguistic fieldwork and structures of Indian Languages. Munich:

LINCOM Europa.

Essential Readings

Briggs, Charles L. 1986. Learning How to Ask: A Sociolinguistic Appraisal of the Role of the Interview

in Social Science Research. Cambridge: Cambridge University Press.

Burling, Robbins. 2000. Learning a Field Language. Prospect Heights, Illinois: Waveland Press.

Crowley, Terry & Nick Thieberger. 2007. Field Linguistics: A Beginner’s Guide. Oxford: Oxford

University Press.

Newman, Paul & Martha, Ratliff. (ed.) 2001. Linguistic Fieldwork. Cambridge: Cambridge

University Press.

Vaux, B. & Cooper, J. 1999. Introduction to Linguistic Field Methods. Munich: LINCOM Europa.

LE 408: Language Endangerment and Revitalization L4 T0 P0 CH4 CR4

Course outline

i) Language Endangerment:

Language Vitality & Endangerment; Language Vitality Assessment; EGIDS,

Endangerment situation etc.; Relationship between language endangerment and

society; The role of the Speech Community; Language Attitudes and Policies;

Assessing Language Endangerment and Urgency for Documentation.

ii) What is Revitalization? Why is it necessary? How can a linguist help?

iii) Education Policy

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What is education policy?; Language policy and planning; resolution for language

Revitalization etc.

iv) Language Attitudes

Attitude of community members towards their language; attitude of other communities

Towards their language etc.

v. Role of Community Participation

Why we need community participation? How community member can help us? Etc.

vi. Curriculum Development

For whom the curriculum? Motivation; Objectives

vii. Material Development

viii. Script Development

ix. Assessment of the revitalization

x. Capacity Building for awareness of Endangered Language Communities

xi. Analyzing Census Reports

Textbook

Hinton, Leanne and Ken Hale. ed. 2001. The Green Book of Language Revitalization in Practice.

San Diego: Academic Press.

Essential Readings

Austin, Peter K. ed. 2007. Language Documentation and Description, Vol. 1-11. SOAS,

University of London, UK

Dwyer, A.M. 2009. Tools and techniques for endangered-language assessment and

revitalization. In Vitality and Viability of Minority Languages. October 23-24, 2009. New

York: Trace Foundation Lecture Series Proceedings.

Hinton, L. 2003. Language revitalization. Annual Review of Applied Linguistics. Vol. 23: 44-57.

Other relevant materials will be provided to the class.

Semester III

LE 501: Language Typology and Language Universals L4 T0 P0 CH4 CR4

Aims This course seeks to impart the theoretical knowledge of language universal and language

typology for the study of word order, phrase structure and sentence structures of human languages.

Course Objectives This course intends to train the students to work on sentence structures of

different languages and to identify the typological features of the languages under study and to

classify them into the various language families that exist in the world. This is an introductory

course offered for the fresh students of MA Linguistics. Students are expected to have completed

their graduation with some basic knowledge on Linguistics.

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Course outline

i. Language Typology

Classification, taxonomy and typology; Comparative Study of languages; History of

Language typology.

ii. Language Universals

Different types of Universals; Chomskyan Universals; substantive and formal

universals; Greenberg’s Universals; implicational universals, universals and tendencies;

statistical universals.

iii. Morphological Typology

Isolating, agglutinating, inflecting, polysynthetic

iv. Word Order Typology

a. Word order within a sentence and a noun phrase

b. Anaphora, monomorphemic vs polymorphemic anaphors, emphatics, verbal reflexives

and reciprocals; long distance binding; pro-drop; The Principles of Binding of Chomsky

c. Pronouns: inclusive-exclusive and others.

d. Interface between morphology and syntax: relative-correlative clauses;

complementation and the quotative; verb Be; pro-drop; agreement; conjunctive

participles or converbs; Explicator compound verbs and other complex predicate

constructions; ergativity, Non canonical subjects.

v. Typology and Convergence

Linguistic Area, a critical evaluation of the evidence in support of ‘India as a Linguistic

Area’ (with special reference to the notions developed by Chatterji, Emeneau, Hock);

the verb say construction; reduplication; synchronic evidence for diachronic evidence

problems. Convergence: constraints on convergence; constraints in syntactic change in

linguistic contact situations; phonetic, phonological, morphological and syntactic

features of all seven language families of India viz., Indo-Aryan, Dravidian,

AustroAsiatic and Tibeto-Burman, Tai-Kadai, Great Andamanese and Austronesian

(Angan languages).

Textbook

Comrie, B. 1981. Language Universals and Linguistic Typology. Oxford: Basil Blackwell.

Croft, W. 1990. Typology and Universals. Cambridge: Cambridge University Press

Essential Readings

Abbi, A. 1991. Reduplication in South Asian languages. An Areal, Typological and Historical Study.

Delhi. Allied Piblishers.

Abbi, A. 1994. Semantic Universals in Indian Languages. Shimla: Indian Institute of Advanced

Studies.

Dryer, M.S. 1989. Large linguistic areas and language sampling. Studies in Language 13, 257-292

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Greenberg. J. H. (ed) 1966. Universals of language, Vols 1-2. Cambridge, MA: MIT Press

Hawkins, J. A. 1983. Word Order Universals. New York: Academic Press

Hawkins, J. A. 1990. A Parsing theory of word order universals. Linguistic Inquiry 21, 223-261.

Krishnamurti, Bh., Colin Masica, and Anjani Sinha, eds. 1986. South Asian Languages: Structure,

Convergence and Diglossia. New Delhi: Motilal Banarasidass.

Lehmann, W.P. (Ed), 1978. Syntactic Typology. Austin: U of Texas Press.

Lust, Barbara C., Kashi Wali, James W. Gair, K. V. Subbarao (eds). 1999. Lexical Anaphors and

Pronouns in Selected South Asian Languages.

Masica, C. P. 1976. South Asia as a Linguistic Area. Chicago. Chicago University Press.

Masica, C. P. 1991. Indo-Aryan Languages. Cambridge: Cambridge University Press.

Rijkhoff, J., D. Bakker, K. Hengeveld, & P. Kahrel. 1993. A method of language sampling.

Studies in Language 17, 169-203

Subbarao, K. V. 2012. South Asian Languages: A Syntactic Typology. Cambridge and New Delhi:


LE 503: Sociolinguistics L4 T0 P0 CH4 CR4

Course outline

1. What do sociolinguists study?

What is a sociolinguist? – Why do we say the same thing in different ways? – What are the

different ways we say things? – Social factors, dimensions, and explanations

2. Multilingual speech communities

Language choice in multilingual communities: choosing one’s variety or code – diglossia – code

switching and code mixing

Language maintenance and shift: language shift in different communities – language death and

language loss – factors contributing to language shift – how can a minority language be

maintained – language revival

Linguistic varieties and multilingual nations: vernacular languages – standard languages –

lingua francas – pidgins and creoles

National languages and language planning: national and official languages – planning for a

national official language – the linguist’s role in language planning

3. Language variation: focus on users

Regional and social dialects: regional variation – social variation – social dialects

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Gender and age: gender exclusive speech differences: highly structured communities - gender

preferential speech features: social dialect research – gender and social class – explanations of

woman’s linguistic behavior – age graded features of speech – age and social dialect data – age

grading and language change

Ethnicity and social networks: ethnicity – social networks

Language change: variation and change – how do changes spread? – how do we study language

change? – Reasons for language change

4. Language variation: focus on uses

Style, context, and register: addressee as an influence on style – accommodation theory –

context, style and class - style in non-western societies

Speech functions, politeness and cross-cultural communication: the functions of speech –

politeness and address forms – linguistic politeness in different cultures

Gender, politeness and stereotypes: women’s language and confidence – interaction – gossip –

the construction of gender – sexist language

Language, cognition and culture: language and perception – Sapir and Whorf – linguistic

categories and cultures – discourse patterns and cultures – language, social class and cognition

Analyzing discourse: pragmatics and politeness theory – ethnography of speaking – interactional

sociolinguistics – conversation analysis (CA) – critical discourse analysis (CDA) Attitude and

application: attitudes to language – sociolinguistics and education – Sociolinguistic competence –

dimension of sociolinguistic analysis – sociolinguistic universal

Textbook:

Holmes, J. 2008. An Introduction to Sociolinguistics (3rd ed). London: Pearson Longman.

Essential Readings:

Aitchison, J. 2000. Language Change: Progress or Decay? (3rd ed). Cambridge: CUP.

Cameron, D. 2007. The Myth of Mars and Venus. Oxford: OUP.

Phillipson, Robert. 1992. Linguistic Imperialism. Oxford: Oxford University Press.

LE 505: Structure of Indian Languages L4 T0 P0 CH4 CR4

Aims This course provides the students, knowledge of advanced descriptive linguistics with an

understanding of the phonology and morphosyntax of Indian languages. It seeks to give them an

insight into deeper knowledge of understanding linguistic structures in different language families.

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Course Objectives This course intends to give the students a thorough understanding of

phonology and morphoysntax and semantic-pragmatic features present in languages with reference

to the various Indian language families in terms of descriptive linguistics and areal typology. This

course serves to be a field linguist’s guide and will shape their knowledge for doing fieldwork and

research in the next semester.

Course outline

1. Sound System

Sounds and syllables

Suprasegmental phonology

2. Morphological features

Grammatical categories (nouns, verbs, adjectives and adverbs)

Functional categories (case, gender, classifiers, tense, aspect, mood and others)

Derivational processes (word formation processes, compounding and others)

3. Morphological types (isolating, agglutinative, inflectional, polysynthetic)

4. Phrase and Clause structure

NP, VP, Clause structure

5. Valency and grammatical relations (causatives, passives, antipassives and others)

6. Word order

7. Areal features

Textbooks

Bhat, D.N.S. 1999. The prominence of tense, aspect and mood. Amsterdam/Philadelphia, John

Benjamins.

Bhat, D.N.S. 2004. Pronouns. Oxford, Oxford University Press.

Essential Readings

Abbi, Anvita. 1992. Reduplication in South Asian Languages: An aerial, typological and

historical study. New Delhi, Allied Publishers.

Abbi, Anvita. 2001. A Manual of linguistic fieldwork and structures of Indian Languages. Munich:

LINCOM Europa.

Bhat, D.N.S. 1994. The Adjectival Category. Amsterdam/Philadelphia, John-Benjamins.

Payne, Thomas. 1997. Describing Morphosyntax: A guide for field linguistics. Cambridge:


17

Shopen, Timothy. 2007. Language Typology and Syntactic Description, Vol. I-III. Cambridge,


Subbarao, K.V. 2012. South Asian Languages: A Syntactic Typology. Cambridge and New Delhi,


Elective Courses [LE 507 to LE 515] (any one of the following to be opted)

LE 507: Lexicography L4 T0 P0 CH4 CR4

Course Outline:

1) What is a dictionary- importance of dictionary and for whom?

2) Lexeme: word, lexeme, lexicon, glossary

3) Functions and types of dictionary: Monolingual, bilingual, multilingual, encyclopaedia and

thesaurus, visual dictionary, Etymological dictionary, Valency dictionary, Dictionary of proper

names, Frequency dictionary, Basic vocabulary, Retrograde dictionary, Terminological dictionary,

Onomasiological dictionary, Bilingual dictionary

4) Scope of dictionary: general dictionary, dialect dictionary, sociolect dictionary (e.g. colloquial

language, adolescent language ...), individual dictionary (e.g. dictionary of Cicero's or Chaucer's

language), technical (terminological) dictionary (German Fachsprachenwörterbuch)

4) The art and craft of dictionary:

5). Collecting data for a dictionary: Undertaking Field work, glossing, elicitation, ordering,

corpora for lexicography, Corpus processing etc.

6). Descriptive Dictionary: Phonological, Morphological and Syntactic specification in a

dictionary, Pragmatic specification, Onomasiological specifications, Morphology in dictionary.

7). Design, development and realization of a dictionary: codification, production, software- such

as toolbox, Flex, LexiquePro etc.

Textbook:

Sterkenburg, Piet van (ed.) (2003) A Practical Guide to Lexicography, John Benjamin Publication, Amsterdam/Philadelphia Essential Readings: Hartmann, R.R.K. and James, G. (1998) Dictionary of Lexicography, Routledge, London. Granger, Sylviane and Paquot, Magali (ed.) (2012) Electronic Lexicography, Oxford University Press. R.R.K. Teaching and Researching Lexicography http://visuwords.com/

Abbi, Anvita. 2012. Dictionary of the Great Andamanese Language. Delhi, India, Ratna Sagar.

18

LE 509: Multilingualism and Language Policy L4 T0 P0 CH4 CR4

Course objectives

This course examines the study of Multilingualism from a number of angles: language acquisition,

sentence processing, speech perception, neurolinguistics and sociolinguistics. It focuses on language

choice, both in the individual and in society. Language choice can affect the acquisition path –

whether an individual becomes and remains bilingual or multilingual is impacted by external

sociocultural pressure. Code-switching, or using one or more languages simultaneously, can be a

by-product of multilingualism, but so can language attrition, or eroded competence in one or more

languages. Language contact is a fact of multilingual society, and various outcomes are possible:

stable bilingualism, the development of pidgins, creoles or mixed languages, or language death. The

course also emphasizes on language policy of India. Societies make official decisions about language

use, known as language planning or language policy. Some languages are promoted as official

languages, while minority languages may or may not be supported, and in some cases are

oppressed. Language planning impacts education and literacy in fundamental ways; societal

attitudes towards multilingualism help foster or hinder bilingual education.

Course outline

i. Multilingualism-Basic concepts

Monolingualism, bilingualism and multilingualism; individual, social and social

psychological aspects of multilingualism; multilingualism and the human brain;

ethnographic perspectives.

ii. Multilingual societies

Simultaneous acquisition of several language; language in education and the

multilingual

classroom; patterns of language use and language dominance configuration; language

ethnicity and race; researching multilingual societies.

iii. Linguistic aspects

Process of selecting a standard language: codification and elaboration; academy based

and free enterprise standardization; interference; code-mixing and code-switching.

iv. Language attitudes and social stereotypes

Language and identity; measurement of social and linguistic attitudes; social stereotypes;

language proficiency and language attitudes; evaluating proficiency levels in

multilingual settings.

v. Language policy of India

What is Language policy?

Language Policy of India

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Types of language Planning

Corpus planning; graphization, modernization and standardization Status planning

Typologies of Language Policy:

Typologies given by Kloss and Schiffman

Textbook:

Weber, J. J. , & Horner, K. (2012). Introducing multilingualism: A social approach. NY: Routledge.

Essential Readings:

Agnihotri, R.K. 2002. Sociolinguistic theory and practice: The Indian counterpoint. In

Singh, R. ed. 2003. The Yearbook of South Asian Languages and Linguistics. New Delhi:

Sage, 11-26.

Alisjahbana, S.T. 1970. The Modernization of Languages in Asia. Kuala Lumpur: The

Malaysian Society for Asian Studies.

Annamalai, E. 2001. Managing Multilingualism in India: Political and Linguistic Manifestations.

Series on Language & Development) New Delhi: Sage.

Brass, P.R. 1975. Language, religion and Politics in North India. Delhi: Vikas Publishing House.

Coupland, N. and Jaworski, A. ed. 1997. Sociolinguistics: A Reader and a Course Book. London:

Macmillian.

Fishman, J.A. ed. 1974. Advances in Language Planning. The Hague: Mouton.

Hudson, R.A. 1985. Sociolinguistics. Cambridge: Cambridge University Press.

Hasnain, I.S. ed. 1995. Standardization and Modernization: Dynamics of Language Planning.

New Delhi: Bahri Publication.

Jessner, U. 2006. Linguistic Awareness in Multilinguals. Edinburgh: Edinburgh University Press.

Jhingran, D. 2005. Language Disadvantage: The Learning Challenges in Primary Education. New

Delhi: APH Publishing Corporation.

Pattanayak, D.P. 1981. Multilingualism and Mother tongue Education. Delhi: Oxford University

Press.

Sharma, P.G. and S. Kumar. ed. 1977. Indian Bilingualism. Agra: Kendriya Hindi Sansthan.

LE 511 Language Documentation and Grammar Writing L4 T0 P0 CH4 CR4

Course Objectives:

Through this course, students will learn about language documentation as an

interdisciplinary field of linguistic inquiry and practice, which deals primarily with

endangered languages.

An important aspect of this course is the integration of the study of language structure,

language use and the culture of language.

State of the art tools for recording, processing and archiving digital data will also be

learned.

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The aim of this course is to teach students to use new technologies to document languages as a

way to deal with language endangerment. It will appraise students with the present linguistic

state of affairs and its consequences for global linguistic ecology.

Course outline

i. Language Documentation

What is Language Documentation? Structuralism vs. Present-day Language documentation.

ii. Language Description

What is language description? Language documentation and language description;

iii. Writing Grammar

iv. Phonetics and Phonology

Description of consonants and vowels; Distribution of sounds; syllable and syllabic structure;

word structure; Phonological rules and environments.

v. Lexical categories

Word Classes; Identification of word classes; morphological and syntactic criteria for

identification of word classes; constituency test and other tests.

vi. Word formation

Compounding; reduplication; morphological rule formation; other word formation processes

vii. Syntax

Clause; verbal and non-verbal clauses; declaratives, imperatives; interrogatives; negatives,

direct vs indirect speech; complex and coordinated sentences.

Textbook

Payne, Thomas .E. 1997. Describing Morphosyntax: A Guide for Field Linguists, CUP

Essential Readings

Austin, Peter K. ed. 2007. Language Documentation and Description vol. 1-11. SOAS, University of

London, UK

Austin, Peter K., Oliver Bond & David Nathan, eds. 2007. Language Documentation & Linguistic

Theory: Proceedings of a Conference, SOAS, London.

Grenoble, Lenore A. 2010. Language Documentation: Practices & Values. John Benjamins

Publishing [Language Arts & Disciplines Series]

Saxena, Anju and Lars Borin. eds. 2006. Lesser-Known Languages of South Asia: Status and Policies,

Case Studies and Applications of Information Technology. John Benjamins.

LE 513: Acoustic Phonetics: Instrumental Techniques and Data Analysis L4 T0 P0 CH4 CR4

Course objectives

To examine which sounds are present in a language’s sound inventory, which

combinations (sound clusters) are allowed in a language’s phonology, how the sounds

combine together according to a language-specific rules within and across morpheme-

boundary.

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To understand and examine the acoustic components of speech sounds i.e., consonants

and vowels.

To examine the suprasegmental and prosodic properties using controlled experiments

To understand the nature and patterning of sounds used in human language and the

intricate system that governs a language’s phonology.

Course outline

1. Recording the sounds of a language

ii. Deciding what to record

iii. Finding speakers and recording systems

iv. Digital recording

v. Listening to recordings

vi. Making Field notes

vii. Instrumental Phonetic Techniques: observing sound waves

2. Pitch, Loudness and Length

i. Pitch analysis

ii. Interpreting pitch curves

iii. Phonological considerations

iv. Loudness, intensity and stress

v. Waveforms and the measurement of duration

3. Acoustic analysis of vowels

i. Sound Spectrograms

ii. Spectra

iii. Analysis formants, duration and fundamental frequencies of vowels

iv. Preparing Vowel charts and normalizing formant values

v. Analysis nasalized and voiceless vowels

4. Acoustic analysis of consonants

i. Waveforms, spectrograms and duration measurements

ii. Spectral characteristics of nasals, laterals, approximents and trills

iii. Fricatives and stop bursts

iv. Spectrograms, place of articulation and articulatory movements

Textbook

Ladefoged, Peter. 2010. Phonetic Data Analysis: An Introduction to Fieldwork and Instrumental

Techniques. Blackwell Publishing.

Essential Readings

Ashby, P. 2005. Speech Sounds. London: Routledge

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Audio CD for Fundamentals of Phonetics: A Practical Guide for Students (The Allyn & Bacon

Communication… by Larry H. Small CD-ROM

Johnson, Keith. 1996. Acoustics and Auditory Phonetics. Wiley-Blackwell.

Ladefoged, Peter. 1996. Elements of Acoustic Phonetics, The University of Chicago Press.

Ladefoged, P and Keith Johnson. 2010. A course in Phonetics. New York: Cengage Learning.

Rocca, Iggy. 1994. Generative Phonology. New York: Routledge

Schane, S.A. 1978. Generative Phonology. New Jersey: Prentice Hall

Small, Larry H. 2011. Fundamentals of Phonetics: A Practical Guide for Students (3rd Edition) (Allyn

& Bacon Communication) paperback

LE 515: Generative Syntax L4 T0 P0 CH4 CR4

Course objectives

The Course on Generative Syntax is optional. This Elective paper will introduce the students to

the current Generative theory. Knowledge of this formal theory will facilitate the students in

doing research in formal linguistics as well as help them in taking entrance exams in various

academic institutions including NET exam.

1. X-bar Theory

i. Bar level projections

ii. Generalizing the Rules: X-bar Schema

iii. Complements, Adjuncts and Specifiers

iv. Parameters of Word Order

2. Extending X-bar Theory to Functional Categories

i. Determiner Phrase (DPs)

ii. Complementizer Phrases (CPs)

iii. Tense Phrases (TPs)

3. Constraining X-bar Theory: The Lexicon

i. Thematic Relations and Theta Roles

ii. The Lexicon

iii. Extended Projection Principle (EPP)

4. Movement

i. Head to Head Movement

ii. DP Movement

iii. Wh-movement

iv. A unified theory of Movement

Text Book:

Carnie, Andrew. 2006. Syntax a Generative Introduction. Second Edition. Blackwell Publishing.

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Essential Readings:

Culicover, P. W. 1997. Principles and Parameters: An Introduction to Syntactic Theory. Oxford: Oxford

University Press.

Haegeman, L. & J. Gueron. 1991. English Grammar: A Generative Perspective. London: Blackwell.

Riemsdijk, H. Van & E Williams. 1986. Introduction to the Theory of Grammar. Cambridge:


Ouhalla, Jamal. 1999. Introducing Transformational Grammar: From Principles and Parameter to

Minimalism. Second Edition. Arnold Publishers.

LE 517: Advanced Cognitive Linguistics-I L4 T0 P0 CH4 CR4

Course Objectives

This course (Advanced Cognitive Linguistics I and II) introduces students to all aspects of

cognitive linguistics, including construction grammar. On completion of this course, the student

will be able to understand basic principles of cognitive linguistics and undertake more advanced

work on theories of grammar. The course covers a range of topics, which are the following:

Course outline

Overview of the Cognitive Linguistics Enterprise 1 What does it mean to know a language? What is language for? The systematic structure of language. What do linguists do? What it means to know a language. 2 The nature of cognitive linguistics: assumptions and commitments Two key commitments: The ‘Generalisation Commitment’ and the ‘Cognitive Commitment’. The embodied mind: Embodied experience, Embodied cognition, Experiential realism. Cognitive semantics and cognitive approaches to grammar. 3 Universals and variation in language, thought and experience Universals in thought and language: Universals in formal and cognitive linguistics. Cross-linguistic patterns and variations in semantic systems: Time and Space. Linguistic relativity and cognitive linguistics. 4 Language in use: knowledge of language, language change and language acquisition Language in use. Historical linguistics and language change. Cognitive Grammar. A usage-based approach to language change. The usage-based approach to language acquisition: Comparing the generative view of language acquisition. Part II Cognitive Semantics What is cognitive semantics? Guiding principles. Phenomena investigated within cognitive semantics. Methodology. Some comparisons with formal approaches to semantics. 6. Embodiment and conceptual structure

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Image schemas: Properties of image schemas; Image schemas and linguistic meaning; A provisional list of image schemas; Image schemas and abstract thought. Conceptual structure; Semantic structure; Schematic systems. 7. The encyclopaedic view of meaning Dictionaries versus encyclopaedias. Frame semantics. The theory of domains. The perceptual basis of knowledge representation. 8. Categorisation and idealised cognitive models Categorisation and cognitive semantics. Prototype theory. The theory of idealised cognitive models. The structure of ICMs. 9 Metaphor and metonymy Literal versus figurative language. What is metaphor?; Conceptual Metaphor Theory. Primary Metaphor Theory. What is metonymy? Conceptual metonymy. Metaphor-metonymy interaction. 10 Word meaning and radial categories Polysemy as a conceptual phenomenon. Words as radial categories. The full-specification. Problems with the full-specification approach. The Principled Polysemy approach. The importance of context for polysemy. 11. Meaning construction and mental spaces Sentence meaning in formal semantics. Meaning construction in cognitive semantics. Towards a cognitive theory of meaning construction. The architecture of mental space construction. The dynamic nature of meaning construction. 12. Conceptual blending The origins of Blending Theory. Towards a theory of conceptual integration. The nature of blending Vital relations and compressions. A taxonomy of integration networks. Multiple blending. Constraining Blending Theory. Comparing Blending Theory with Conceptual Metaphor Theory. 13. Cognitive semantics in context Truth-conditional semantics: Meaning, truth and reality; Object language versus metalanguage; The inconsistency of natural language; Sentences and propositions; Truth-conditional semantics and the generative enterprise; Compositionality of meaning; Translating natural language into a metalanguage; Semantic interpretation and matching; Comparison with cognitive semantics. Relevance Theory: Comparison with cognitive semantics.

Text book:

Vyvyan, E., Melanie Green. 2006. Cognitive Linguistics. (Edinburg: Edinburg University Press, 2006).

Essential Readings:

Abbi, Anvita. 2013. A Grammar of the Great Andamanese Language: An Ethnolinguistic Study.

Brill.

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Hamawand, Z. 2011. Morphology in English: Word Formation in Cognitive Grammar. London: Continuum.

Lakoff, George and Mark Johnson. 1999. Philosophy in the Flesh: The Embodied Mind and Its Challenge to

Western Thought. Ny: Basic Books.

Lakoff, George. 1987. Women, Fire, and dangerous Things: What Categories Reveal About the Mind.

Chicago: Chicago University Press.

Langacker, Ronald. 1987. Foundations of Cognitive Grammar, Vols 1 & 2. Stanford: CA: Stanford

University Press.

Nathan, Geoffrey S. 2008. Phonology: A Cognitive Grammar Introduction. Amsterdam: John Benjamins.

Turner, Mark. 1996. The Literary Mind. Oxford: OUP.

Semester IV

LE 502: Research Methodology L4 T0 P0 CH4 CR4

Course Objectives

The objective of the course is to give an overview of linguistic methods; general research methods

as they are applied in linguistics, some more specific methods and ways of using methods. It

presents an overview, place one’s own methods in context, find other relevant methods, able to

critically read studies that use different methods and take part in discussions/reviews of research.

It could serve as basis for choosing specified methods and find more information on each

method. Training students to become researchers in Applied Linguistics presents a challenge:

how to encourage the development and acquisition of the critical skills, conceptual and analytical

tools as well as the practical knowledge to enable students to navigate the research literature and

develop their own research agenda. The teaching of research methods presents a particular

challenge.

Course outline

1. Research Methodology-

Introduction, meaning and objectives of research, motivation for research, types of research,

research approaches. Methods versus methodology. Research and Scientific methodology,

research process, criteria for good research. Problem encounter in linguistics related research in

India.

2. Research problem-

Nature and scope, selection of research problem or topic, defining a problem, techniques in

defining problem, research design, concept of research design, features of good design, different

research design, Qualitative and Quantitative, researches in linguistics.

3. Sample survey and its implications-

Criteria for selecting a sample procedure, different types of sample designs, random and

complex samples, and characteristics of good sample design.

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4. Hypothesis-

What is a Hypothesis? Criteria for Hypothesis construction, Nature of Hypothesis, Difference

between a proposition , a hypothesis and a theory, Types of Hypothesis, difficulties in

formulating hypothesis, characteristics of a useful hypothesis, Sources of Deriving Hypothesis,

Functions or importance of Hypothesis, Testing Hypothesis, Criticism of Hypothesis.

5. Case Study.

Characteristics and principles of case study, purpose of case study, types of case studies,

collection of data for case study, difference between case study and survey, advantages of case

study in linguistics and its criticism.

6. Introduction of computer and computer technology in linguistics

Computer system, application to data analysis, the Binary number system, role of computer in

linguistic studies, interpretation, machine translation, etc.

Textbook Kothari C.R. 2011. Research Methodology. New Age International Publishers New Delhi. Essential Readings Ackoff, Russell L. 1961. The Design of Social Research. Chicago: University of Chicago

Press. Ackoff, Russell L. 1962. Scientific Method. New York: John Wiley & Sons. Allen T. Harrell. 1978. New Methods in social science Research , New York: Praeger Publishers. Bailey, Kenneth D. 1978. Methods of Social Research. New York. Bartee, T.C. 1981. Digital Computer Fundamentals. McGraw-Hill, InternationalBook Co. Berdie, Douglas R., and Anderson, John F. 1974. Questionnaries: Design and Use. Metuchen N.J.: The Scarecrow Press, Inc. Ahuja Ram. 2011. Research Methods. Rawat Publications Jaipur. Wilkinson,T.S. and Bhandarkar, P.L. 1974. Methodology and Techniques of Social Research. Bombay: Himalaya Publishing House. Gleason, H.A. 1962. Work book in Descriptive Linguistics. New York: Holt, Rinehart and Winston. Langacker, R.S. 1972. Fundamentals of Linguistic Analysi. New York: Hartworh, Brace Javanovich Inc.

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LE 504: Historical Linguistics L4 T0 P0 CH4 CR4

Course outline

1. What is Historical linguistics all about?

2. Sound Change: Kinds of sound change; Phonological Processes; merger and split. Sound

shift: Sound Laws: Grimm’s Law; Grassman’s Law; Verner’s Law; Dahl’s Law; Fortunatov’s

Law; Natural Processes; Relative Chronology

3. Social motivations of sound change and lexical diffusion.

4. Reconstruction: External and Internal; Reality and Abstractness of reconstruction; Internal

Reconstruction: Synchronic or Diachronic; Comparative reconstruction and its assumptions; Case

stduies

5. Analogical Change: Proportional analogy; Analogical leveling and extension; Analogical

models

6. Language Contact Phenomena: Borrowing and Loanword identification, MAT borrowing

and PAT borrowing; Pidgins and Creoles; code-switching and code-mixing; Grammatical

Change; linguistic area with special reference to South Asia as a linguistic area

7. Semantic change: Causes and effects of semantic change; directions of semantic change.

8. Linguistic classification: The World’s Language Families; Terminology; Glottochronology;

the concept of Family Tree; the Wave Theory; Challnge from dialectology; Dialect

geography and isoglosses

Textbook:

Campbell, Lyle. 1998. Historical Linguistics: An Introduction. Cambridge: The MIT Press.

Essential Readings:

Bhat, D.N.S. Sound Change (2nd edn). (Delhi: Motilal Banarsidass, 2001).

Crowley, T. An Introduction to Historical Linguistics (2nd edn). (Auckland: Oxford University Press,

1992)

Hock, H. H. Principles of Historical Linguistics. (Berlin: Mouton de Grueyter, 1986). Labov, W.

Principles of Linguistics Change. (Oxford: Blackwell, 1994).

Lehmann, Winfred P. 1962. Historical Linguistics: An Introduction. New York: Holt

LE 504: Analysis of Endangered Languages L4 T0 P0 CH4 CR4

Course Objectives

The great diversity in producing sounds for purposes of communication encompassed by

the various languages portrays the natural creativity of mankind.

The objectives of the course is to make a detailed analysis of endangered languages by

studying different aspects of language-the phonology, morphology and syntax of a

language.

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Course outline

1. Phonetics- Identification of sounds and phonemes; allophonic variation; description of

consonants and vowels; distribution of sounds

2. Phonology- Sound behaviour; Syllable and syllabic structure; phonological processes and

rules; phonological rule-writing and notations.

3. Morphology- Identification of morphemes and allomorphs; affixation processes (prefix,

suffix, infix, circumfix); inflectional vs derivational morphology; Word formation rules; roots,

stem and base; bound roots vs. free roots

4. Syntax Sentence vs clause- different types of sentences and clauses; identification of

syntactic units; words vs. phrases;

5. Semantics and Pragmatics -What is meaning? Lexical vs clausal meaning; contextual

meaning; meaning in social context.

Textbook


Press.

Essential Readings

Payne, Thomas E. 2006. Exploring Language Structure: A Student’s Guide. Cambridge:

Cambridge University Press. Shopen, Timothy. 2007. Language Typology and Syntactic

Description. Vol. I-III. Cambridge: Cambridge University

Press.

Elective Courses [LE 508 to LE 518] (any one of the following to be opted)

LE 508: Developing Writing System L4 T0 P0 CH4 CR4

Aims The course aims to introduce the writing systems across the world. It seeks to provide

scope to understand writing systems as a tool for linguistic decipherment and language

standardization.

Course Objectives

To make aware of the various writing systems prevalent across the world

To study the origin and kinds of different writing systems

To understand writing system as a tool for linguistic decipherment, language standardization for

endangered languages.

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Course outline

i. History and Origin of writing systems

Sumerian, Mesopotamian, Chinese, etc.

ii. Scripts and symbols across the world’s languages

iii. Traditional classification of scripts

Cuneiforms, hieroglyphs, pictographs, syllables, alphabets

iv. Scope of writing systems

Linguistic decipherment, history and evolution, language standardisation

Textbook:

Rogers, Henry. 2005. Writing systems: A linguistic approach. Malden,MA: Blackwell.

Essential Readings

Coulmas, F. 1989. Writing System of the World. Oxford, Blackwell.

Daniels, P.T., and W. Bright. 1996. The World’s Writing Systems. New York, Cambridge

University Press.

Sampson, G. 1985. Writing Systems: An Introduction. London, Hutchinson.

International Phonetic Association. 1999. Handbook of the International Phonetic Association: A

guide to the use of the International Phonetic Alphabet. Cambridge, England: Cambridge

University Press.

LE 510: Ethnolinguistics and Language Endangerment L4 T0 P0 CH4 CR4

Aim The course seeks to provide knowledge of the relation of language and culture and the

scope. It instructs different aspects of enthnolinguistics to understand multilingualism, language

attitude and contact situations.

Course Objectives

To understand the aims and scope of ethnolinguistics and related fields

To study ethnolinguistic aspects such as the interaction of language and culture

To provide the significance of ethno-semantics and ethno-pragmatics in endangered

languages

To examine the multilingualism situation, language attitude and role of community

participation in language endangerment

Course outline

i. What is Ethnolinguistics?

Scope and objectives

Related fields of study

30

ii. Linguistics and cultural relativity:

Language and culture, language and contact, etc.

iii. Ethno-semantics:

Cognitive-semantic aspects, metaphors, colour, kinship, culture related items, semiotic

aspects, grammatical relativity, etc.

iv. Semiotic aspects

v. Ethno-pragmatics

vi. Ethno-styles, speech and writing, etc.

vii. Bilingual and multilingual communities

viii. Introduction to Language Endangerment

ix. Language Attitude: Attitude of community members towards their language; attitude

of other communities

x. Role of Community Participation: Why we need community participation?; How

community member can help us?

Textbook:

Kroskrity, P. V. (1993). Language, History, and Identity: Ethnolinguistic Studies of the Arizona

Tewa. Tucson: University of Arizona Press, pp. 193-212.

Essential Readings

Abbi, Anvita. 2013. A Grammar of the Great Andamanese Language: An Ethnolinguistic Study.

Brill.

Anzaldua, G. 1990. "How to Tame a Wild Tongue," in R. Ferguson, M. Gever, T. T. Minh-ha, C.

West (Eds.) Out There: Marginalization and Contemporary Cultures. The New Museum of

Contemporary Art, N.Y. & MIT Press, pp. 203-11.

Burling, Robbins. 2007. The Talking Ape. New York, Oxford University Press.

Clyne, Michael, 2003. The dynamics of Language Contact. New York, Cambridge University Press.

Comrie, John. 1981. Language Universals and Linguistic Typology. Oxford, Blackwell.

Duranti, A. (1997) Linguistic anthropology. New York, Cambridge University Press.

Evans, Nicholas. 2010. Dying Words; Endangered Languages and What They have to tell us. UK,

Wiley-Blackwell.

Idstrom, A. and Piirainen, E. eds. 2012. Endangered Metaphors. Amsterdam: John Benjamins

Publishers.

Kiesling Scott, Christina Bratt Paulston, 2005. Intercultural Discourse and Communication. Oxford,

Blackwell.

Lakoff, George and Johnsen, Mark. 2003. Metaphors we live by. London, The university of Chicago

press.

Nettle, Daniel and Romaine, Suzanne. 2000. Vanishing Voices; The Extinction of the World’s

Languages. New York, Oxford University Press.

31

Palmer, Gary, 1996. Towards a Theory of Cultural Linguistics. University of Texas Press.

Post, M.W; Morey, S. and De Lancey, S. eds. 2015. Languages and culture in Northeast India and

beyond. Asia-Pacific Linguistics/ANU Press httpp://hdl.handle.net/1885/38458.

Wierzbicka, Anna, 1991. Cross-cultural Pragmatics. Berlin, Mouton de Gruyter.

Zentella, A.C. 1990. “Returned Migration, Language, and Identity: Puerto Rican Bilinguals in Dos

Worlds/Two Mundos”. International Journal of the Sociology of Language, pp. 84: 81-100.

LE 512: Advanced Field Linguistics and Archiving L4 T0 P0 CH4 CR4

Aims This course seeks to provide good knowledge of Tibeto-Burman languages in terms of

phonology, morphosyntax and areal typology, language endangerment and death, documentation

of endangered languages and language policy and pedagogy. This paper will help the students for

their assignments on areas of specialization throughout the semester programme.

Course Objectives

Good understanding of the Tibeto-Burman languages, especially the endangered languages and

nearly extinct languages

a) Proficiency in linguistic description during documentation of the endangered languages

b) Understanding language endangerment and language death

c) Understanding the need to study the steps taken during language policy making and language

pedagogy

Course outline

i. Advanced Field Linguistics: -What is Advanced Field Linguistics?- What does it

involve?

ii. Sino-Tibetan Languages

Structure of Sino-Tibetan Languages: Phonology, Morphology, Syntax, Areal Linguistics,

Comparative Linguistics, and Typology

iii. Tibeto-Burman languages

Lolo-Burmese languages, Lahu, Tibeto-Burman languages of northeast India; Garo,

Meithei, Tani, Other Tibeto-Burman languages

iv. Language Endangerment and Documentation

a. Language evolution, Languages and common source, co-evolution of language and

culture.

b. Language death, Ecology of language, Language development and sustainability

c. Language Documentation, Multilingualism

v. Language Policy and Pedagogy of endangered languages

32

a. Language practice, language ideology and language policy

b. Language demography and language in education, tribal languages in education, place

of minority languages in education, the eighth schedule and the three language

formula

c. Language standardisation, Romanization in India, comparative description and

evaluation of writing systems

v. Archiving and Computational Linguistics

Preparing digital database- issues, need and application

Preparing digital database for North-Eastern Languages

Preparing pronunciation dictionary (a minimum of 800 lexical entries)- for the north-

east languages of India (Practical- compulsory for each student)

Software to be used: either FLeX or Lexique Pro

Textbook

Austin, Peter K, ed. Language Documentation and Description, Vol.I-II. SOAS, University of

London, UK.

Essential Readings Abbi, Anvita. 2001. A Manual of linguistic fieldwork and structures of Indian Languages. Munich:

LINCOM Europa. Crowley, T. 2007. Field Linguistics: A Beginner’s Guide. Oxford: Oxford University Press.

Evans, Nicholas. 2010. Dying Words; Endangered Languages and What They have to tell us. UK,

Wiley-Blackwell.

Gippert, J.et al. 2006. Essentials of Language Documentation. Berlin: Mouton De Gruyter.

Hyslop,G; Morey, S. and Post, M.W. eds. 2013. North East Indian Linguistics: Volume 5. Delhi:

Cambridge University Press. Lagefoged, Peter. 2003. Phonetic Data Analysis: An Introduction to Fieldwork and Instrumental

Techniques. Oxford: Blackwell.

Lambert, Richard D. and Shohamy, Elana. ed. 2000. Language Policy and Pedagogy. Amsterdam,

John Benjamins.

Masica, C.P. 1976. South Asia as a Linguistic Area. Chicago, Chicago University Press.

Subbarao, K.V. 2012. South Asian Languages: A Syntactic Typology. New Delhi: Cambridge

University Press.

Thurgood, Graham and LaPolla, Randy J. ed. 2007. The Sino-Tibetan Languages. New York,

Routledge.

LE 514: Experimental Phonology L4 T0 P0 CH4 CR4

This course is designed for the students of M.A in Linguistics and Language Technology and will

be offered as an Elective course in the 4th semester of their M.A programme. This course is a

continuation of Acoustic Phonetics: Instrumental Techniques and Data Analysis, taught in 3rd

semester.

33

Course objectives

To understand and examine the pitch variations used in speech

To know the differences between lexical pitch variations and intonational pitch variations

and examine their phonological properties

To study the interactions between tone, intonation and other suprasegmental properties

Course outline

Unit-I: Pitch in Language I: Stress and Intonation

i. Introduction and general background

ii. Frequency of vocal fold vibration, fundamental frequency and pitch

iii. Interpreting pitch tracks

iv. Phonological understanding of stress and intonation

Unit-II: Pitch in Language II: Tone

i. Understanding tone: acoustic components

ii. Tone languages (of NE region)

iii. Experimental design and methodologies to be adopted

iv. Case studies

v. Analyzing tone data: spectral measurements and normalization of speech data

vi. Tonogenesis

Unit-III: Intonation and Language

i. Acoustic and phonological properties of Intonation

ii. Intonation and the design features of language

iii. Experimental approaches towards establishing discreteness in intonation

iv. Case studies

Textbooks

Gussenhoven, Carlos. 2004. The Phonology of Tone and Intonation. Cambridge University

Press.

Essential Readings

Yip, M. 2004. Tone. Cambridge: Cambridge University Press.

LE 516: Minimalist Syntax L4 T0 P0 CH4 CR4

Course Outline

1. Constituency and Theta Roles

i. Fundamental notions

ii. Determining the Head, predicting the head – theta roles and selectional

features

iii. Theta roles and Theta criterion

iv. Unassigned Theta roles

v. S-selectional features

34

2. Trigering Merge by feature checking

i. The Structure of Phrases

ii. C-Command

iii. Di-Transitives

iv. Linking

Subjects and Objects

i. Subject movement

ii. Case and EPP

iii. Unaccusative subjects

iv. Passives

v. Adverbs

3. Functional Categories

i. Determiner Phrase : D’s as head, theta-role assignment in DP, little n and

the low structure of DP, AP in DP

ii. Complementizer Phrase: Complementizers, non-finite complementation

4. Wh-movement

i. Elements that undergo wh-movement

ii. Mechanics of wh-movement

iii. Subject wh- questions

iv. Long-distance wh-movement

v. Wh-in-situ

vi. Superiarity

5. Locality

i. Emperical evidence for local movement

ii. ’Ensuring successive wh-movement

iii. Island Phenomena

iv. DP islands

v. Subject Islands

vi. Adjunct Islands

Textbook:

Adger, David. Core Syntax: A Minimalist Approach. Second Edition, Oxford University

Press (2004)

Essential Readings:

Carnie, Andrew. Syntax a Generative Introduction. Second Edition (Blackwell Publishing, 2006)

Culicover, P. W. Principles and Parameters: An Introduction to Syntactic Theory. (Oxford: Oxford

University Press, 1997).

Haegman, L. & J. Gueron. English Grammar: A Generative Perspective. (London: Blackwell, 1991).

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Riemsdijik, H. Van & E Williams. Introduction to the Theory of Grammar. (Cambridge: Cambridge


LE 518: Formal Semantics L4 T0 P0 CH4 CR4

Prerequisites of the course: This course requires comprehensive knowledge of major components

of Semantics such as theory of Meaning; lexical semantics, sentence relations and truth, situation

types, modality and evidentiality, grammatical relations and thematic roles, context and

inference, conversational implicature, Austin’s speech act theory, propositional logic etc.

Course objectives

This course aims to familiarize the students with the tools and techniques of formal semantics

and to review a range of fundamental research areas in which any contemporary linguist must be

acquainted. The course is roughly divided into four major parts: the first part briefly recapitulates

the approaches to semantics: componential theory, formal semantics and cognitive semantics. The

second part extensively discusses the theory and practice of predicate logic. The third part

discusses the semantics of tense and aspect and aktionsart. The following part will delve deep

into generalized quantifier theory.

Objective of this course is to acquaint students with the major themes of this subject which is

essentially interdisciplinary in nature:

Predicate Logic: Argument Structure and Higher Order Logic

The Semantics of the Logical Metalanguage

Intentional logic and generalized quantifier theory

Conversational implicature: theory of presupposition

Verbal aspect: event-based Davidsonian semantic theories

Adverbial quantification and the semantics of interrogatives

Course objectives

1. Semantics of tense and aspect

a. Tense/modal logic

b. Aktionsart

2. Predicate Logic

a. Argument Structure

3. Quantifiers

a. Universal quantifiers

b. Existential quantifiers

c. Non-standard quantifiers (Vague quantifiers such as ‘many’, ‘some’, ‘few’, ‘most’

etc)

4. Generalized quantifiers

a. Universal and existential quantifiers

b. The semantic value of NPs

c. Generalized quantifiers and empirical properties of language

5. Modal theory and modal operators

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a. Possible world semantics – necessity and possibility operators

b. Truth-conditions

c. Extensions and possible worlds

6. Intensionality:

a. IPC: Elementary intensional logic

7. Lambda abstraction

a. Semantics via translation

b. VP structure

c. Scope of logical operators

8. Quantification of scope

a. Question

b. Negation

c. Wh-expressions

9. Semantic type theory

10. Semantics of plurality and definiteness

a. Definite and indefinite NPs

Textbook:

Chierchia, Gennaro and Sally McConnell-Ginet. 2000. Meaning and Grammar: An Introduction to

Semantics. Cambridge: The MIT Press.

Essential Readings:

Cooper, R. 1983. Quantification and Syntactic Theory. Dordrecht: D. Reidel.

Dowty, D. R. 1979. Word Meaning and Montague Grammar: The Semantics of Verbs and Time in

Generative Semantics and in Montague’s Ptq. Springer Science and Business Media.

Dowty, D, R. Wall and S Peters. 1981. Introduction to Montague Semantics. Dordrecht: D, Reidel.

Gutierrez-Rexach, Javier, ed. 2003. Semantics: Critical Concepts in Linguistics (6 volumes). London

and New York: Routledge.

Heim, I. 1989. The Semantics of definite and indefinite NPs. New York: Garland.

Katz, J.J., and J.A. Fodor. 1963. ‘The Structure of a Semantic Theory’. In Language 39. 170-210.

Kearns, Kate. 2011 (2nd Edition). Semantics. Palgrave Modern Linguistics.

McConnell-Ginet, S. 1989. The Construction of Meaning: Formal Semantics and Vagueness. Cornell

University. Ms.

Partee, B and Portner. 2002. Formal Semantics: The Essentials Readings. Oxford and Somerset NJ:

Wiley-Blackwell.

Portner, Paul H. 2005. What is Meaning? Fundamentals of Formal Semantics. UK: Blackwell

Publishing.

Saeed. John I. 2003. Semantics. Blackwell Publishing.

Szabolcsi, Anna. 2010.Quantification. Cambridge: CUP.

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Yoad Winter and RemkoScha. 2015. ‘Plurals’. In The Handbook of Contemporary Semantic Theory

(Edited by Salom Lappin and Chris Fox, 2nd Edition). Willey Blackwell Publishers

LE 518: Advanced Cognitive Linguistics II (continuation of Advanced Cognitive Linguistics I)

L4 T0 P0 CH4 CR4

Course Objectives

This course (Advanced Cognitive Linguistics I and II) introduces students to all aspects of

cognitive linguistics, including construction grammar. On completion of this course, the student

will be able to understand basic principles of cognitive linguistics and undertake more advanced

work on theories of grammar. The course covers a range of topics, which are the following:

Course outline: Cognitive Approaches to Grammar

14. What is a cognitive approach to grammar?

Guiding assumptions: The symbolic thesis; The usage-based thesis; The architecture of the model. Distinct

cognitive approaches to grammar: The ‘Conceptual Structuring System Model’; Cognitive Grammar;

Constructional approaches to grammar; Cognitive approaches to grammaticalisation. Grammatical

terminology: Grammar; Units of grammar; Word classes; Syntax; Grammatical functions; Agreement and

case. Characteristics of the cognitive approach to grammar: Grammatical knowledge: a structured inventory

of symbolic units; Features of the closed-class subsystem; Schemas and instances; Sanctioning and

grammaticality.

15. The conceptual basis of grammar

The grammatical subsystem. Talmy’s ‘Conceptual Structuring System Model’. Langacker’s theory of

Cognitive Grammar. Categorisation and polysemy in grammar: the network conception.

16. Cognitive Grammar: word classes

Word classes: linguistic categorisation. Nominal predications: nouns. Nominal versus relational

predications. Temporal versus atemporal relations. Nominal grounding predications

17. Cognitive Grammar: constructions

Phrase structure: Valence; Correspondence; Profile determinacy; Conceptual autonomy versus conceptual

dependence; Constituency; The prototypical grammatical construction. Word structure: Phonological

autonomy and dependence; Semantic autonomy and dependence; Prototypical stems and affixes; Composite

structure; Constructional schemas; Grammatical morphemes and agreement. Clauses: Valence at the clause

level; Grammatical functions and transitivity; Case; Marked coding: the passive construction.

18. Cognitive Grammar: tense, aspect, mood and voice

English verbs: form and function. The clausal head: The passive construction; The progressive

construction; The perfect construction. The grounding predication: Mood; Tense. Situation aspect: Situation

types; Perfective and imperfective; Aspect and the count/mass distinction.

19. Motivating a construction grammar

Constructions versus ‘words and rules’. Exploring idiomatic expressions: Typology of idiomatic

expressions; Case study I: the let alone construction; Case study II: the what’s X doing Y construction.

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Construction Grammar: The Construction Grammar model; Construction Grammar: a ‘broadly generative’

model; Comparing Construction Grammar with Cognitive Grammar. The ‘Generalisation Commitment’.

20. The architecture of construction grammars

Goldberg’s construction grammar: Assumptions; Advantages of a constructional approach to verb argument

structure; The relationship between verbs and constructions; Relationships between constructions; Case

studies. Radical Construction Grammar. Embodied Construction Grammar. Comparing constructional

approaches to grammar.

21. Grammaticalisation

The nature of grammaticalisation: Form change; Meaning change; Metaphorical extension approaches,

Case study. Invited Inferencing Theory: Case study: the evolution of must. The subjectification approach;

Case study: be going to; Case study: the evolution of auxiliaries from verbs

of motion or posture. Comparison of the three approaches: be going to.

22. Cognitive approaches to grammar in context

Theories of grammar: assumptions, objectives, methodology: Cognitive approaches to grammar; Generative

approaches to grammar; Cognitive versus generative models; Functional-typological approaches to

grammar. Core issues in grammar: comparing cognitive and generative accounts: Word classes;

Constituency: heads and dependents; The status of tree diagrams; Grammatical functions and case; The

verb string: tense, aspect and mood; The passive construction.

Textbook:

Vyvyan, E., Melanie Green. 2006. Cognitive Linguistics. (Edinburg: Edinburg University Press, 2006).

Essential Readings (for both I & II):

Hamawand, Z. Morphology in English: Word Formation in Cognitive Grammar. (London:

Continuum, 2011).

Lakoff, George and Mark Johnson. Philosophy in the Flesh: The Embodied Mind and Its Challenge to

Western Thought. (Ny: Basic Books, 1999).

Lakoff, George. Women, Fire, and dangerous Things: What Categories Reveal About the Mind. (Chicago:

Chicago University Press, 1987).

Langacker, Ronald. Foundations of Cognitive Grammar, Vols 1 & 2. Stanford: CA: Stanford


Nathan, Geofrrye S. Phonology: A Cognitive Grammar Introduction. (Amsterdam: John Benjamins,

2008).

Turner, Mark. 1996. The Literary Mind. Oxford: OUP.

CBCT/CBCS courses offered by the Centre

LE223: Language, Society and Endangerment L3 T0 P0 CH3

CR3

Course Objectives

The objective of the course is to impart a thorough knowledge of

1. what language is and study the various components that constitutes a language

2. the relationship between language and society from a sociolinguistic perspective.

3. defining language endangerment and the role that society plays in it.

39

Course Outline

Language:

Defining Language;

Communicative Function of Language;

Characteristic Features of Language;

Structure of Language;

Relation between-

Syntagmatic and Paradigmatic,

Langue and Parole,

Competence and Performance,

Etic and Emic,

Form and Substance.

Language and Society:

Defining Sociolinguistics;

Language Variation- Accent, Dialect, Idiolect, Diglossia;

Standard and Vernacular Language;

Monolingual, Bilingual, Multilingual;

Code Switching, Code Mixing;

Language and Ethnicity;

Language and Identity;

Language and Ideology;

Language and Power;

Language Endangerment:

Language Vitality & Endangerment;

Language Vitality Assessment;

Relationship between Language Endangerment and Society;

The Role of the Speech Community;

Language Attitudes and Policies;

Assessing Language Endangerment and Urgency for Documentation.

Textbook

Austin Peter K. 2004. Language documentation and description, Vol. 2, SOAS, London.

Essential Readings :

Christopher J Hall. 2008. An Introduction to Language and Linguistics. New York: Continuum

Fasold R. 1984. The sociolinguistics of Society. Oxford: Blackwell

40

Hudson, R.A. 1980. Sociolinguistics, Cambridge, Cambridge University Press.

Myers-Scotton, Carol. 2006. Multiple Voices. An Introduction to Bilingualism. Oxford: Blackwell

John Lyons. 1981. Language and Linguistics, an Introduction, Cambridge University Press.

Braj B. Kachru, Yamuna Kachru and S.N. Sridhar. 2008. Language in South Asia, Cambridge

University Press.

LE424: Language Policy, Education and Language Revitalization L3 T0 P0 CH3 CR3

Course Objectives:

The objective of the course is to impart knowledge of the importance of language policy for every

individual and the society as a whole; the need of language planning for adopting a proper

language policy. It would broadly study the nature and function of language. The course also

discusses the goals of language education from different perspectives. It also attempts to have an

understanding of what language revitalization is. The need of preserving and revitalizing

endangered language would also be emphasized.

Course Outline


What is Language policy?


Types of language Planning:

Corpus planning; graphization, modernization and standardization

Status planning

Typologies of Language Policy:

Typologies given by Kloss and Schiffman

Official Language vs National Language;

Majority Language vs Minority Language

Scheduled Language vs Unscheduled Language;

Education

Nature and functions of language

Goals of Language education

Multilingualism and language education

Mother tongue education

Second language education

Foreign language education

Politics and ideologies of language education

Language Revitalization

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Introduction- What is Revitalization? Why is it necessary? How can a linguist help?

Language Situation- Vitality criteria; endangerment situation etc.

Language Attitude- Attitude of community members towards their language; attitude of other

communities towards their language etc.

Role of Community Participation -Why we need community participation?; How community

member can help us?

Text book:

Fishman, J. A. 1991. Reversing Language Shift. Clevedon, UK: Multilingual Matters.

References:

Hans R Dua. 2008. Language Education-The Mind of Society, Yashoda Publications, Mysore.

Khubchandani, L. M. 2003. Defining mother tongue education in plurilingual contexts. Language

policy, 2(3), 239-254.

Myers-Scotton, Carol. 2006. Multiple Voices. An Introduction to Bilingualism. Oxford: Blackwell

Braj B. Kachru, Yamuna Kachru and S.N. Sridhar. 2008. Language in South Asia, Cambridge

University Press

Daswami, C.J. ed. 2001. Language Education in Multilingual India. New Delhi, UNESCO.

Lambert, Richard D. and Shohamy, Elana. ed. 2000. Language Policy and Pedagogy

m.a in linguistics and endangered languages 76 per ... · le 515 generative syntax 4 0 0 4 4 no ......

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